Jan Wright

There is widespread concern in all English speaking countries at the rapid decline in study of languages. The promise of ‘languages for all’ in the UK and North America in the 1970s marked a shift from languages as élite subjects for the privileged few, but this promise has not been fulfilled. This book explores the reasons for and solutions to this decline. More importantly, it looks at how these trends have been reversed in successful school programs and the implications of this for language education policy makers. The study draws on an analysis of data from 600 primary, secondary and community languages schools over six years and from detailed case studies in a representative sample of 45 successful schools. The book proposes a range of strategies to address the decline: from engaging classroom learning, assessment outcomes and embedding languages as central in school curriculum on the one level, to a mix of incentives and mandation for language study, especially at upper secondary school level. The authors explore the impact of learning languages on the thinking, educational experiences and outcomes of young people across a range of ethnic backgrounds and socioeconomic statuses. They show the importance of having equal access to languages study in a world where young people will have increasingly more diverse working lives and argue that the gap in languages between policy and uptake is really a gap in the thinking of policy makers and government.

There is widespread concern in all English speaking countries at the rapid decline in study of languages. The promise of ‘languages for all’ in the UK and North America in the 1970s marked a shift from languages as élite subjects for the privileged few, but this promise has not been fulfilled. This book explores the reasons for and solutions to this decline. More importantly, it looks at how these trends have been reversed in successful school programs and the implications of this for language education policy makers. The study draws on an analysis of data from 600 primary, secondary and community languages schools over six years and from detailed case studies in a representative sample of 45 successful schools. The book proposes a range of strategies to address the decline: from engaging classroom learning, assessment outcomes and embedding languages as central in school curriculum on the one level, to a mix of incentives and mandation for language study, especially at upper secondary school level. The authors explore the impact of learning languages on the thinking, educational experiences and outcomes of young people across a range of ethnic backgrounds and socioeconomic statuses. They show the importance of having equal access to languages study in a world where young people will have increasingly more diverse working lives and argue that the gap in languages between policy and uptake is really a gap in the thinking of policy makers and government.

During his lifetime, John Beeson (1803-1889) was called the Indian Apostle, Father Beeson, the Alpha and Omega of the Indian cause, a monomaniac, a depraved liar, vile, fanatical, and venerable. Because of his insistence on justice for the Indians, he was politically disqualified for residency in Territorial Oregon. His passion for justice and human rights in the face of adversity still resonate today.

This book explores the complex nexus of discourses, principles and practices within which educators mobilise school-based health education. Through an interrogation of the ideas informing particular models and approaches to health education, the authors provide critical insights into the principles and practices underpinning approaches to health education policy, curriculum, pedagogy and assessment.

This book explores the complex nexus of discourses, principles and practices within which educators mobilise school-based health education. Through an interrogation of the ideas informing particular models and approaches to health education, the authors provide critical insights into the principles and practices underpinning approaches to health education policy, curriculum, pedagogy and assessment. Drawing on extensive literature and research, the book explores and considers what health education can and should do. Chapters examine the extent to which health education, past and present, has attended to the needs and interests of young people in school environments, as well as assess common pedagogical approaches and whether the outcomes tally with expectations. By considering the problems in teaching health education, curriculum making, health education pedagogies and porous classrooms, the book offers a knowledge base from which educators can consider how theories and models can sit together to shape curriculum and influence practice. School Health Education in Changing Times will be of key interest to postgraduate students, researchers and academics in the field of health education. It will also be a valuable resource for teacher educators, current teachers, and those on professional development courses who want to navigate the moral minefield surrounding health education.

Increasing obesity levels are currently big news but do we think carefully enough about what this trend actually means? Everybody – including doctors, parents, teachers, sports clubs, businesses and governments – has a role to play in the ‘war on obesity’. But is talk of an obesity ‘crisis’ justified? Is it the product of measured scientific reasoning or age-old ‘habits of mind’? Why is it happening now? And are there potential risks associated with talking about obesity as an ‘epidemic’? The Obesity Epidemic proposes that obesity science and the popular media present a complex mix of ambiguous knowledge, familiar (yet unstated) moral agendas and ideological assumptions.

Increasing obesity levels are currently big news but do we think carefully enough about what this trend actually means? Everybody – including doctors, parents, teachers, sports clubs, businesses and governments – has a role to play in the ‘war on obesity’. But is talk of an obesity ‘crisis’ justified? Is it the product of measured scientific reasoning or age-old ‘habits of mind’? Why is it happening now? And are there potential risks associated with talking about obesity as an ‘epidemic’? The Obesity Epidemic proposes that obesity science and the popular media present a complex mix of ambiguous knowledge, familiar (yet unstated) moral agendas and ideological assumptions.